BibTex RIS Kaynak Göster

Computer Usage as Instructional Resources for Vocational Training in Nigeria

Yıl 2011, Cilt: 2 Sayı: 3, 188 - 199, 01.09.2011

Öz

The use of computers has become one of the driving forces in the delivery of instruction of today’s vocational education and training (VET) in Nigeria. Though computers have become increasingly accessible resources for educators to use in their teaching activities, most teachers are still unable to integrate it in their teaching and learning processes. Computers are used to improve teaching quality where quality is very expensive to reproduce, or to substitute for the lack of teachers, or schooling opportunities that cannot be made available with conventional teaching methodologies. This paper examines the challenges of integrating ICT into instructional practices in VET and the barriers confronting implementation. Hence, the need for compatible computer education policies, suggestions to integrate ICT into teaching and learning practices are provided to assist the teachers to the use of computers in order to help the students acquire theoretical knowledge, grounded in real practice. It is the contention of this paper that though creating an ICT environment for teaching and learning in Nigeria may seem difficult, it would enhance students’ achievement in vocational education and training.

Kaynakça

  • Anderson, J. & Van Weert, T. (2002). Information and communication technology in education: A curriculum for schools and programs of teacher development. Paris: UNESCO.
  • Bauer, J. & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519-546.
  • Bennett, F. (2002). The future of computer technology in K-12 education. Phi Delta Kappan, 83(8), 621-626.
  • Campbell, D. (2001). Can the digital divide be contained? The digital divide: Employment and development implications. International Labour Review, 140(2), 119-141.
  • Dieuzeide, H. (1986). Reinventer la technologie de I’ education. International Review of Education. XXXII, 285-293.
  • Dike, H. I. (2002). Alternative teaching approaches for social studies -With implications for social science and sciences. Port Harcourt. CAPIIC.
  • Federal Ministry of Education. (1996). The development of education 1994-1996. National report of Nigeria. International Conference on Education. 45th session, Geneva.
  • Federal Ministry of Education. (1999). Education For All 2000 Assessment: Country report of Nigeria. (Under the co-ordination of M.O.A. Olorunfunmi). Abuja.
  • Fuller, B. (1987). What school factors raise achievement in the third world? Review of Educational Research, 37(3), 255-292
  • IES-National Center for Education Statistics-Institute of Education Sciences. (2006). Computer and use by students in 2003. Statistical Analysis Report. Washington, DC: U.S, Department of Education (2006-5651).
  • Magyar, B. (2004). Real walls down, virtual walls up? In A. Karpati (Ed), Promoting equity through ICT in education: Project, problems, prospects. Budapest, Hungary: OECD and Hungarian Ministry of Education.
  • Ogunsola, L. A. (2005). Information and communication technologies and the effects of globalization: Twenty –first century ‘digital slavery’ for developing countries. Myth or Reality. Electronic Journal of Academic and Special Librarianship, 6(1-2).
  • Oguzor, N. S., Adebola, H. E., Opara, J. A. & Eziefula, J. F. (2010). Information and communication technology (ICT): Its role and value in adult education in Nigeria. Proceedings of the 10th International Educational Technology Conference and Exhibition, 2, 805.
  • OECD. (1986). New information technologies: A challenge for education. Paris: OECD.
  • OECD. (2001). Learning to change: ICT in schools. Paris: OECD
  • Oliveira, J. B. (1986). Computers for education in developing countries: Facing hard choices. Washington, DC: Economic Development Institute.
  • Orivel, F. (1987). L’Introduction de la Micro-Informatique a I’Ecole Primaire en France: Premiers Elements d’Evaluation. Paper presented at the V1th World Congress of Comparative Education. Rio de Jeneiro, Brazil.
  • Parraton. H. (1982). Alternative Routes to Formal Education-Distance Teaching for School Equivalency. Baltimore and London: John Hopkins University Press.
  • Porter, M. (1990). The competitive advantage of nations. London: Macmillan.
  • Ruberti, M. (1993). Guidelines for community action in the field of education and training. European Commission working paper (Unpublished). Brussels, Belgium.
  • Sweet, R. & Meates, A. (2004). ICT and low achievers: What does PISA tell us? In A. Karpati (Ed), Promoting equity through ICT in education: Project, problems, prospects. Budapest, Hungary: OECD and Hungarian Ministry of Education.
  • UNESCO (2009). Information and communication technologies. Retrieved 30 August 2009 from http://www.unesco.org/es/higher-education/themes/ education-building-blocks/teacher- education/icts/
  • Correspondence: Nkasiobi Silas Oguzor, School of Vocational Education (Technical), Federal
  • College of Education, Omuku, Nigeria.
Yıl 2011, Cilt: 2 Sayı: 3, 188 - 199, 01.09.2011

Öz

Kaynakça

  • Anderson, J. & Van Weert, T. (2002). Information and communication technology in education: A curriculum for schools and programs of teacher development. Paris: UNESCO.
  • Bauer, J. & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519-546.
  • Bennett, F. (2002). The future of computer technology in K-12 education. Phi Delta Kappan, 83(8), 621-626.
  • Campbell, D. (2001). Can the digital divide be contained? The digital divide: Employment and development implications. International Labour Review, 140(2), 119-141.
  • Dieuzeide, H. (1986). Reinventer la technologie de I’ education. International Review of Education. XXXII, 285-293.
  • Dike, H. I. (2002). Alternative teaching approaches for social studies -With implications for social science and sciences. Port Harcourt. CAPIIC.
  • Federal Ministry of Education. (1996). The development of education 1994-1996. National report of Nigeria. International Conference on Education. 45th session, Geneva.
  • Federal Ministry of Education. (1999). Education For All 2000 Assessment: Country report of Nigeria. (Under the co-ordination of M.O.A. Olorunfunmi). Abuja.
  • Fuller, B. (1987). What school factors raise achievement in the third world? Review of Educational Research, 37(3), 255-292
  • IES-National Center for Education Statistics-Institute of Education Sciences. (2006). Computer and use by students in 2003. Statistical Analysis Report. Washington, DC: U.S, Department of Education (2006-5651).
  • Magyar, B. (2004). Real walls down, virtual walls up? In A. Karpati (Ed), Promoting equity through ICT in education: Project, problems, prospects. Budapest, Hungary: OECD and Hungarian Ministry of Education.
  • Ogunsola, L. A. (2005). Information and communication technologies and the effects of globalization: Twenty –first century ‘digital slavery’ for developing countries. Myth or Reality. Electronic Journal of Academic and Special Librarianship, 6(1-2).
  • Oguzor, N. S., Adebola, H. E., Opara, J. A. & Eziefula, J. F. (2010). Information and communication technology (ICT): Its role and value in adult education in Nigeria. Proceedings of the 10th International Educational Technology Conference and Exhibition, 2, 805.
  • OECD. (1986). New information technologies: A challenge for education. Paris: OECD.
  • OECD. (2001). Learning to change: ICT in schools. Paris: OECD
  • Oliveira, J. B. (1986). Computers for education in developing countries: Facing hard choices. Washington, DC: Economic Development Institute.
  • Orivel, F. (1987). L’Introduction de la Micro-Informatique a I’Ecole Primaire en France: Premiers Elements d’Evaluation. Paper presented at the V1th World Congress of Comparative Education. Rio de Jeneiro, Brazil.
  • Parraton. H. (1982). Alternative Routes to Formal Education-Distance Teaching for School Equivalency. Baltimore and London: John Hopkins University Press.
  • Porter, M. (1990). The competitive advantage of nations. London: Macmillan.
  • Ruberti, M. (1993). Guidelines for community action in the field of education and training. European Commission working paper (Unpublished). Brussels, Belgium.
  • Sweet, R. & Meates, A. (2004). ICT and low achievers: What does PISA tell us? In A. Karpati (Ed), Promoting equity through ICT in education: Project, problems, prospects. Budapest, Hungary: OECD and Hungarian Ministry of Education.
  • UNESCO (2009). Information and communication technologies. Retrieved 30 August 2009 from http://www.unesco.org/es/higher-education/themes/ education-building-blocks/teacher- education/icts/
  • Correspondence: Nkasiobi Silas Oguzor, School of Vocational Education (Technical), Federal
  • College of Education, Omuku, Nigeria.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA69MU35DE
Bölüm Makaleler
Yazarlar

Nkasiobi S. Oguzor Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 2 Sayı: 3

Kaynak Göster

APA Oguzor, N. S. (2011). Computer Usage as Instructional Resources for Vocational Training in Nigeria. Contemporary Educational Technology, 2(3), 188-199.
AMA Oguzor NS. Computer Usage as Instructional Resources for Vocational Training in Nigeria. Contemporary Educational Technology. Eylül 2011;2(3):188-199.
Chicago Oguzor, Nkasiobi S. “Computer Usage As Instructional Resources for Vocational Training in Nigeria”. Contemporary Educational Technology 2, sy. 3 (Eylül 2011): 188-99.
EndNote Oguzor NS (01 Eylül 2011) Computer Usage as Instructional Resources for Vocational Training in Nigeria. Contemporary Educational Technology 2 3 188–199.
IEEE N. S. Oguzor, “Computer Usage as Instructional Resources for Vocational Training in Nigeria”, Contemporary Educational Technology, c. 2, sy. 3, ss. 188–199, 2011.
ISNAD Oguzor, Nkasiobi S. “Computer Usage As Instructional Resources for Vocational Training in Nigeria”. Contemporary Educational Technology 2/3 (Eylül 2011), 188-199.
JAMA Oguzor NS. Computer Usage as Instructional Resources for Vocational Training in Nigeria. Contemporary Educational Technology. 2011;2:188–199.
MLA Oguzor, Nkasiobi S. “Computer Usage As Instructional Resources for Vocational Training in Nigeria”. Contemporary Educational Technology, c. 2, sy. 3, 2011, ss. 188-99.
Vancouver Oguzor NS. Computer Usage as Instructional Resources for Vocational Training in Nigeria. Contemporary Educational Technology. 2011;2(3):188-99.